Capacity of Special Education

2 stars

Adopt SPED Curriculum

5 dots

1 star

Training/Support on what to do when kids not making progress

-       RTI model

-       Use of data

Train SPED teachers on how to supervise/use Para’s effectively

1 star

Time to meet and collaborate about general ed. curriculum

3 dots

4 stars

Collaborative training about General Ed./SPED/ELL curriculum and best practices

2 dots

Increased “top-down” support for IEP development/meetings/collaborations by all parties (parents, Para’s, general ed./Sped teachers, specialists, etc…)

1 dot

1star

LRE in neighborhood schools or regions – kids stay through natural transition times

2 dots

Time for testing/IEP writing

1 dot

Spec. designed instruction based on student needs/ongoing assessment

3 dots

2 stars

Floaters assigned to each region who do testing for teachers

6 dots

10 stars

Real continuum of special ed. placements and clear criteria for entry/exit/

5 dots

1 star

Assign Para’s by skill set

1 dot

Training on delivering core content in sped classrooms

2 dots

14 stars

Address the capacity of staff/teachers to meet the diverse needs of students (wide mix) within self-contained classrooms.

Collaborative forums among parents and PPS staff regarding the purpose and limitations of special education Laws

7 dots

3 stars

More placement options for students w/autism

1 dot

3 stars

More school psychs.

1 dot

1 star

K-* schools needs different Sped allocations

3 dots

4 stars

More social workers/mental health support in schools

1 dot

1 star

Transition services to start JR year

1 dot

4 stars

Find ways for students needs to be met at schools in their own communities

5 dots

3 stars

Expand continuum of services within school buildings so that resources are available when and where they are needed.

1 dot

Delayed transition services (18-23)

4 dots

Lack of CTE/Voc Ed. programs and services decreasing

Finer tuning of student placement in classrooms

1 dot

Thinking in terms of a Parent 1^st Philosophy

1 dot

Looking for creative methods to secure $ (or reallocate) from corporations community, parent groups, state, government to support students.

3 dots

2 stars

Attempt to hire more bi, tri, quad lingual staff (admin, teachers, parents, etc…)

3 stars

Improving quality of training (safety) of Para’s, teachers, (Both Gen Ed. and SPED

3 dots

2 stars

Training in writing effective FBA/BIP plans

1 star

Provision of school choice/classroom for parents

12 dots

9 stars

Parent/teacher team trainings

9 dots

17 stars

Consider collaborative teaching models to support general Ed. and Special Ed.

3 dots

Available supports for Sped students to access all extra curricular activities

3 stars

Re-evaluate supports needed for LC/resource teachers to serve students

1 star

District Wide curriculum for SPED

2 dots

2 stars

More ways to use volunteers, businesses,  community members and parents

Grant writing w/community partners

Partner w/outside resources

1 star

Continued training so personnel feel safe.

Examples

-       CPS Collaborative problem solving

-       OIS – Oregon Intervention Systems

-       RTI – Response to Intervention

7 dots

12 stars

Increase continuum of services for each region/cluster equitably across the district to provide appropriate options for students

 - Matching their classrooms to their needs - physical, cognitive, emotional

1 dot

1 star

Have PPS adopt Universal Design technology programs/updated computers. More computer-based learning. Provide technology support.

1 dot

Collaboration of ELL and Spec ed. teachers – both teachers working with both groups

4 dots

5 stars

Intentional and ongoing training of all staff on cultural sensitivity and ELL issues (SES)

Expanded continuum of service

1 star

Administrators included in training

4 dots

5 stars

Weighing Workloads

Input into professional development needs

Craft sharing and mentoring

1 dot

Data – 66% of current mix interferes with the ability to educate

Accommodation: More specific services to meet students’ academic skills, functional skills, and vocational pathways. The H.S. “redesign” must consider needs of ALL students and vocational opportunities

1 dot

Collaborative Professional Development training hat is specific to the team to include Para and support staff.

5 dots

4 star

Adoption of Special Ed curriculum and materials to support students in reading, writing to include tier 2 and Tier 3 with ongoing professional Develop for all staff. Example “Corrective Reading” in every H.S. and middle school.

14 dots

4 stars

Parents can opt-in to be contacted by parents for networking.

1 dot

4 stars

Establish consistent opportunities for sped teacher(s), Para(s) to collaborate around students issues: academic, behavior, social, strategies, transition, etc…

More specialists

2 stars

Self-contained classrooms should have less wide range of needs

2 stars

Equity allocation of resources - outside and district (Equity vs Equality)

1 dot

2 stars

Technology for IEP writing that generates progress notes that can be sent out from BESC with report cards

1 star

Method of checks and balances for monitoring accommodations and modifications

1 dot

Supported Ed. team to scaffold successful inclusion and build capacity in teams. Re: to LRE and SLC disabilities

High School clusters have their own continuum of SLC classrooms

1 dot

SLC classrooms in a building reflect total age range of building (K-8) doesn’t mean a K-8 room but multiple rooms) To reduce students having to change schools.

3 dots

3 stars

Caseloads of itinerant staff need to be reduces – if they are in more than one school.

2 stars

Examine the staffing ratio for L.C. in K-8 buildings (serves 9 grade levels)

2 stars

PPS needs to properly develop student education plans to implement IEP transition plans that start at age 16 and discuss secondary transition plans that start at age 16 and discuss secondary transition options and resources with students and their families, graduating into the 18-21 year old transition program, or know whom to direct parents positively.

3 dots

1 star

Adopt ODE modified diploma requirements

To continue this conversation/planning/implementing with ALL partners (community, parents, students)

1 dot

Clearly defined “functions” that every building needs done by PPS staff (assessments, social skills group, observations) Who is to do what? Appropriate skill training for staff completing function.

Develop continuum of service model to address diverse needs of students in special classrooms

2 dots

1 star

Strengthen supports to keep students in home schools

1 dot

13 stars

Student to staff ratio equitable across classrooms based on student need (ie. higher need = higher staff ratio)

1 star

Clear understanding of implementation of accommodation and modification via consultation w/specialists

5 dots

1 star

Universal Design Technology in all areas. i.e. buildings curricula

2 dots

3 stars

Access to mental health professionals in all settings for students and family support.

Examine staffing ratio for LC in buildings with SLC classrooms

2 stars

Supports for autism students beyond K-2.

3 dots

3 stars

Systematic approach for transitioning students from elementary to middle and middle to high school, which involve teachers, Para’s, parents and administration

4 dots

1 star

Seek ways to increase ways in which students in special education can stay at their home school rather than be bussed to another